assignment extension mental health

Reasons and evidence for requesting a coursework extension or IMC

A guide to help you understand what would normally be considered acceptable reasons and evidence for an imc or coursework extension.

Further information on IMCs can be found on the following pages:

• IMCs overview page - a guide to IMC procedures including help to understand if this is the correct route for you and how a claim may affect your academic outcome
• Submitting an Individual Mitigating Circumstances (IMC) claim - a guide on how to complete and submit your IMC claim
• Reasons normally accepted

Whatever your mitigating circumstances are for submitting a coursework extension request or submitting an IMC claim, your reason should fall into at least one of these categories:

• something unexpected and significant has happened or is happening to you
• something unexpected and significant has happened or is happening to someone else in your life which is impacting on you
• a significant event outside of your control
• Reasons not normally accepted

Coursework extensions and IMC claims will not normally be considered valid if the request relates to the following circumstances:

“Normal life" events

These are circumstances you could be reasonably expected to manage alongside your assessment, perhaps with routine support. Examples include minor illness or normal levels of anxiety about assessment, sometimes known as “exam stress”.

Circumstances which are foreseeable and/or preventable

For example, booking a holiday, or not taking steps to ensure your location has a reliable internet connection with which to write and submit your assessment.

Having a busy assessment schedule, not taking steps to manage your time or prioritise your workload

For example, not being aware of your submission dates, having assessments close together or submitting the wrong documentation.

• Examples of reasons

Please use this list to consider what reason you will give to explain your circumstances when making your request for a coursework extension or an IMC claim.

If your circumstances aren’t listed, you can use ‘Other Valid Reason’ (please see below for examples, which includes the impact of war). You can also contact your Director of Studies , Student Experience Officer (School of Management) or Personal Tutor for advice.

Something happening to you

Examples of ‘physical ill health’ as a reason.

• Significant physical accident, injury or illness
• Unexpected worsening of a physical long-term health condition/disability
• Unexpected or unforeseen events that were not accommodated by an existing DAP ( Disability Access Plan ) for a physical health condition or disability

Examples of ‘Mental health’ as a reason

• Significant mental injury or illness
• Unexpected worsening of a long-term mental health condition/disability
• Unexpected or unforeseen events that were not accommodated by an existing Disability Access Plan (DAP) for a mental health condition or disability

Examples of ‘Disruption in personal life’ as a reason

• Unexpected personal accommodation crisis
• Unexpected personal financial crisis
• Major, and unexpected crisis related to an immigration issue, such as an unexpected outcome to a visa or asylum application with urgent implications
• Major unplanned changes in work commitments

Examples of ‘Technical issues’ as a reason

For online exams an IMC claim would normally be accepted for technical problems that:

• significantly reduce the time available to you to complete the assessment
• significantly impact your performance
• prevent submission by the end of late exam submission time (if a remote exam)

Examples may include an unforeseen and prolonged absence of a stable internet connection or issues with software.

Incident of bullying, harassment, assault or crime

Being the person harmed in an incident of bullying, harassment, assault or crime.

‘Placement-related’

Placement-related employment events that cannot be rescheduled, e.g. an assessment day for a potential placement employer. This relates only to placements forming part of a University course of study.

Examples of ‘Other valid reason’

• The impact of a natural disaster: severe weather that prevents submission, civil disruption or major hazard (including a major breakdown in the transport system).
• The impact of war: any consequences of an ongoing conflict (such as the war in Ukraine) that have a significant impact on your ability to undertake assessments and do not fall under one of the other general categories.
• For an IMC claim applying to a remote online exam, impact from the exam being scheduled outside of reasonable study hours because you unavoidably need to access it remotely from a country with a significant time difference with the UK (only applicable for fixed-start exams).

Something happening to someone else in your life but impacting on you

A bereavement.

The recent death of someone important to you (family or friend).

• Serious accident, injury or illness (physical or mental) involving family or friends
• Disruption in your personal life caused by something happening to a friend/family member(s), for example a home environment that suddenly became disruptive at the time of your remote exam(s)

Examples of ‘Caring responsibilities’ as a reason

• Unplanned or unexpected circumstances during pregnancy (self or partner) e.g. premature birth, or for a parent with a baby
• Unexpected (additional or new) caring responsibilities caused by something happening to a friend/family member(s), for example supporting a parent through serious illness
• What you can submit as evidence

IMC claims require evidence . Evidence provides confirmation of what happened, when. It also helps to provide clarity about your circumstances and how they affected your assessment performance.

Requests for a coursework extension will normally require evidence to support it. Please confirm with the relevant department if this is the case for your specific request.

The exact nature of what your evidence will be depends on your circumstances. These are some examples of what is normally acceptable.

Correspondence or documents from University support services or staff

You may have already told a member of University staff about your circumstances, and so you can provide evidence of that engagement as evidence of the circumstances you are reporting.

Examples of such evidence would include appointment confirmations, email exchanges (including summary e-mails of advice provided by counselling or wellbeing services) and other types of correspondence from any of the following; a Personal Tutor, a Student Experience Officer, or a Director of Studies, Disability Services, Student Support (which includes counselling and wellbeing teams), the Students’ Union, Security, IT Help Desk, the Library, or the Student Immigration Services. This also includes anything you submit to the Report & Support Tool .

You should not need to ask for a specific statement as evidence. Services and staff may not be able to respond in time for your submission if you do make this kind of request, so you should use evidence you already have.

Disability Access Plans (DAPs)

If you have a Disability Access Plan , it may include guidance that coursework extensions are a reasonable adjustment for you should you request them. If extensions are included in your DAP you can simply reference your DAP (or upload a copy) or as evidence where it is required.

For IMC claims, if you experience unexpected or unforeseen events that are not already accommodated in your DAP, please explain how these have impacted your assessment performance.

Statement, correspondence, or documents from external, third party professionals or support services

Examples include a letter, email or statement from services such as the Police, Victim Support, Social Services, NHS services, charity support agencies, external counselling or mental health advice services, etc.

Copies of official documentation

Examples include a death certificate, medical certificate, screenshot of relevant NHS notifications.

Copies of correspondence with/from family/friends at the time the circumstances occurred

Examples include screenshots of text messages or a conversation via a messaging app (with dates). However, a post-event statement from a family member or friend will not normally be acceptable on its own.

Where possible you should seek permission from anyone else involved in your correspondence before sharing it, especially if the conversation is personal in nature.

• Submitting your evidence

We recognise that some evidence can be difficult to obtain. Therefore:

• Your evidence does not have to be an official document or certificate, especially if the circumstances are health related and you do not need to provide multiple pieces of evidence if they all confirm the same thing
• Your evidence may come later than your submission of an IMC claim form. If you need longer to provide evidence, you should explain this on on your claim form. Your claim form must be submitted by the deadline .
• You do not need to provide original copies of your evidence. With electronic evidence you can provide a screenshot if you need to. With physical documents you can submit a scanned copy or a digital photograph of the original. If you are not comfortable with electronic submission of your evidence, you should speak with your Director of Studies or Student Experience Officer (School of Management) for advice.
• If you are concerned about providing evidence or about disclosing a sensitive, personal situation you may wish to speak confidentially with SU Advice & Support or Student Support .
• If your evidence was not originally produced in English, then an official translation must be provided.
• How to apply for a coursework extension

Our general guidance on coursework extensions includes information on how to apply.

• How to submit an IMC claim

Please read our overview of IMCs and follow the guidance to submitting an Individual Mitigating Circumstances (IMC) claim .

On this page

Assignment Extensions

Main navigation, understanding assignment extensions, page contents, what is this accommodation used for, who receives this accommodation.

• How to Evaluate The Reasonableness of Assignment Extensions in a Class

Considerations When Implementing Assignment Extensions

Oae responsibilities in supporting assignment extensions, faculty responsibilities when facilitating assignment extensions, student responsibilities when eligible for assignment extensions.

• Student Email Templates to Notify Use of Accommodation

For students with conditions that are episodic in nature or that impact their ability to devote sufficient time to the assignment, strict assignment deadlines and punitive grading on late assignments can prevent them from demonstrating their full mastery of class content. The purpose of reasonable accommodations is to ensure access, and this extends to providing flexibility within class policies to ensure students with disabilities are not disproportionately penalized for exacerbations in their condition, as they may be unpredictable and inevitable despite ongoing health and time management practices. 

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Students with disabilities who navigate with a wide variety of disability-related experiences are approved for this accommodation. Granting extensions on assignments ensures that the student is not unfairly penalized for having to use alternate means or methods to access written materials and complete their work. Examples of when a student may benefit or be approved for this accommodation:

• Students with compromised reading abilities arising from a learning disability who need more time to process and complete the volume of reading/work
• Students dealing with fluctuating and unpredictable periods of exacerbations of their condition associated with chronic illnesses or mental health disabilities
• Students with executive function impairments who find it difficult to focus and concentrate for sustained periods of time and need to break their work into shorter bursts of time
• Students who need frequent rest periods or who are able to work only for short periods of time, such as those with recent concussions, brain injuries, or chronic illnesses
• Students with reduced or limited stamina who have difficulty sitting, reading, writing/typing for extended periods due to chronic illnesses, physical disabilities, or injuries
• Students who rely on adaptive technology (e.g., screen readers or speech-to-text software) to read and/or write as this process may be slower than reading with normal eyesight

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How to Evaluate the Reasonableness of Assignment Extensions in a Class

The accommodation for Assignment Extensions should always be considered on an individual class basis, allowing an intentional and critical analysis how the sequencing of assignments and their corresponding deadlines are essential to the class learning objectives and pedagogical components. While a late assignment policy may be incorporated into the grading scheme and syllabus, this accommodation is intended to modify any stated policies to allow some flexibility to account for the student’s disability-related need. 

The accommodation should be provided unless the accommodation  significantly  compromises the integrity of the course as offered. If you believe assignment extensions are not possible, then instructors should consult with a Disability Adviser to determine the reasonability of the request within the specific context of your class. The OAE will consult with instructors using the following questions to determine the reasonability:

• What does the class description and syllabus say about assignment deadlines or late work?
• How is the final class grade calculated? To what extent are assignments factored into the final grade? Are there any alternative grading schemes for assignments (i.e. one assignment grade may be dropped, etc)?
• Are assignment deadline policies consistently applied? (i.e.., Have any exceptions made to the policy for non-disabled students, such as for athletic travel or religious observances? If so, then these exceptions must also be granted to students with disabilities.)
• What is the purpose of the assignment? Is it necessary to have it completed before an exam? Before a discussion?
• Is the material being learned in the class sequentially? Does each week’s material build on the material learned in the previous week(s)? (This may shorten the window of time in which an extension can reasonably be granted.)
• Are assignments used as class content when they are due? Are students required to actively participate in class discussions/activities based off of the assignment? (e.g. problem sets reviewed as the first lecture on that content)
• Are answer sets released that would impact a student’s ability to request an extension? If so, how important is the timeliness of providing the answer sets to student learning and course sequencing?
• Are there other lab or class sections the student could attend to catch up on missed material?
• Does the assignment involve teamwork? Would failure to complete the assignment on time compromise the educational experience of other students in the class?
• Is it possible for students to “work ahead” in this class?

Limits are reasonable; provide clear limits to the number of extensions allowed and the length of such extensions. This is not a “free pass” for students to turn in late work. Agreed upon extensions should be specific and limited to a specific amount of time.

• The instructor’s class policy on late work (e.g., 10 points off a grade for each day late) will remain applicable even to students with Assignment Extensions accommodation if they fail to meet the agreed upon disability-related extension, or if they miss deadlines for other non-disability related reasons.
• Students are never required to provide doctor’s notes to justify use of this accommodation.
• Accommodations are not retroactive; instructors are not obligated to adjust previous penalties for late work if accommodation letter is provided after-the-fact.

Reviews documentation and meet with students to better understand their disability-related experiences. Through this interactive process, a Disability Adviser will determine if a student is eligible for Assignment Extensions to mitigate disability-related impacts throughout the quarter. If so, Assignment Extensions will be listed as an eligible accommodation on the student’s accommodation letter.

• Consults and supports faculty in determining reasonableness of accommodation or how to implement this accommodation in light of essential class elements.
• Provides support to students and faculty when questions or difficulties arise related to the accommodation.

Once instructors have been notified of eligibility for accommodations, instructors should determine the extent to which they can reasonably grant assignment extensions without fundamentally altering the learning objectives. The OAE is available for consultation if you have questions regarding how the accommodation interacts with essential elements of the class and determining if or what adjustments are reasonable.

If you believe the accommodation is not reasonable in light of your class objectives or pedagogical methods, contact the student’s Disability Adviser immediately as instructors should never unilaterally deny an accommodation. Instructors are expected to clearly articulate why flexibility is not reasonable.

• The instructor should engage in dialogue with the student or the OAE regarding assignment extension expectations: delineate the preferred communication process for when the student needs to notify you of a disability-related extension, typical grace period for an extension, and any critical assignments that cannot be extended.

It is highly recommended that any limitations to reasonability for assignment extensions is summarized in writing through email. The email summary helps ensure everyone is operating from the same point of view and that any confusion of the agreement can be clarified. Students and instructors are welcome to include the student's assigned Disability Adviser on these email exchanges for documentation purposes.

• Instructor will request consultation with OAE if they believe that extending the deadlines for assignments would fundamentally alter an essential element of their class or if they have questions about what a reasonable amount of time extensions is within the context of their class.
• If extensions are pedagogically possible, the instructor will work with the student in good faith to determine a reasonable amount of time and set a new deadline for each eligible assignment.
• Instructor will verify the specific plan for the new assignment due date in writing (by email) with the student.
• The OAE is always available to mediate any concerns about Assignment Extensions, including concerns about academic integrity and logistics of this accommodation. The OAE remains a neutral party in evaluating what is reasonable as an accommodation and is here to support you.

Students approved for Assignment Extensions must request their accommodation letters on  OAE | CONNECT  and distribute their accommodation letters to instructors at the beginning of the quarter, or as soon as they are made eligible for the accommodation.

• Initiating contact with your instructor to discuss the boundaries of the accommodation and developing protocols for how it will be used  OR
• Requesting guidance from OAE Disability Adviser. The Disability Adviser will contact the instructor to determine the boundaries of the accommodation and any necessary protocols. 
• Student should clearly understand if or how assignment extensions will be granted in light of the class learning objectives and structure. This entails knowing the finite number of extensions that can be allowed, how to communicate with the professor when they need to request an extension, and any critical assignments that cannot receive an extension.
• At no time are students required to present documentation to instructors in order to justify a disability-related need for an extension.
• Students should not plan on the extension being automatically provided and should always use this accommodation, if available, with care.
• If a student receives a paper or assignment extension and is unable to meet the deadline, a new extension request must be made.
• The OAE is always available to mediate any concerns about navigating Assignment Extensions in a specific class.

Student Email Templates

School of Social and Political Science

Reasons for requesting an extension, suitable reasons for requesting extensions.

Good reasons for coursework extensions are unexpected short-term circumstances which are exceptional for the individual student, beyond that student’s control, and which could reasonably be expected to have had an adverse impact on the student’s ability to complete the assessment on time.

These may include:

• Recent short-term physical illness or injury;
• Recent short-term mental ill-health;
• A long-term or chronic physical health condition, which has recently worsened temporarily or permanently;
• A long-term or chronic mental health condition, which has recently worsened temporarily or permanently;
• The recent bereavement or serious illness of a person with whom the student has a close relationship;
• The recent breakdown in a long-term relationship, such as a marriage;
• Emergencies involving dependents;
• Job or internship interview at short notice that requires significant time, e.g. due to travel;
• Victim of a crime which is likely to have significant emotional impact;
• Military conflict, natural disaster, or extreme weather conditions.

In addition to these unexpected circumstances, Schools will also consider requests for coursework extensions in relation to:

• A student’s disability where the student’s Learning Profile includes relevant provisions (please note aLearning Profile will be treated sympathetically as part of the case for an extension. A Learning Profile itself does not guarantee an extension.
• Representation in performance sport at an international or national championship level, in line with the  University’s Performance Sport Policy.

Unsuitable reasons

The following are examples of circumstances which would not be considered good reasons for coursework extensions:

• A long-term or chronic health condition (including mental ill-health or similar ill-health) which has not worsened recently or for which the University has already made a reasonable adjustment;
• A minor short-term illness or injury (e.g. a common cold), which would not reasonably have had a significant adverse impact on the student’s ability to complete the assessment on time;
• Occasional low mood, stress or anxiety;
• Circumstances which were foreseeable or preventable;
• Pressure of academic work (unless this contributes to ill-health);
• Poor time-management;
• Proximity to other assessments;
• Lack of awareness of dates or times of assessment submission;
• Failure, loss or theft of data, a computer or other equipment;
• Commitments to paid or voluntary employment.

Where a student has good reason for requiring a coursework extension of more than seven calendar days , the student should submit the coursework when able to do so and apply via the Special Circumstances process for the Board of Examiners.

Academic Manual

Short-term Illness and other Extenuating Circumstances Procedure 2023-24

• Guide to submitting your claim on Portico

Published for 2023-24

2.1 What are Extenuating Circumstances? 

2.2 when to use these procedures, 2.3 quick guide: how to apply, 2.4 before you apply, 2.5 grounds for extenuating circumstances, 2.6 mitigations.

CATEGORY 1: Self-Certified Mitigations

CATEGORY 2: Evidenced Mitigations

CATEGORY 3: Exceptional Mitigations

CATEGORY 4: Extraordinary Mitigations

2.7 Self-Certification

2.8 evidence, 2.9 if you miss the deadline for ec claims , 2.10 requesting a review of an extenuating circumstances decision , 2.11 appeals, 2.12 regulations for departments and faculties, 2.12.1 approval process , 2.12.2 faculty extenuating circumstances panels, 2.12.3 departmental extenuating circumstances panels, 2.12.4 assessing claims, 2.12.5 boards of examiners’ responsibilities  , recent changes.

A guide to changes to the regulations are available from the  Recent Changes  page.

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Home > myGriffith > Student Review and Appeals > Information sheets and resources > Assignment extensions

What this information sheet covers:

• assignment extension
• when you can and can’t apply
• the application process
• options for review and appeal of an unsuccessful assignment extension application.

What is an assignment extension?

Where you are unable to attempt an assessment item which is not an exam, you may apply for an extension of time to submit the assessment item. This includes case studies, essays and reports.

When can I apply for an assignment extension?

You can apply for an assignment extension if you are unable to complete an assignment by the due date on medical or other grounds (e.g. disability, family or personal circumstances, employment-related circumstances, unavoidable commitments).

When can’t I apply for an assignment extension?

An extension of time is not available for an assessment item for which the opportunity to resubmit has been given.

What is the difference between an assignment extension and special consideration?

Essentially if you are unable to complete an assessment on medical or other grounds, you may apply for an assignment extension. If; however, you have attempted an assessment item, and your performance was seriously affected or you were seriously disadvantaged when the assessment item was attempted, you may apply for special consideration. Please refer to the Assessment Procedure for Students for more information on special consideration.

What is the difference between an assignment extension and deferred assessment?

An assignment extension provides additional time for you to complete an assessment item (e.g. case study, essay or report) if you are unable to submit the assessment item by the due date and time. Deferred assessment is awarded where you are prevented from completing the assessment task, such as an exam, on the scheduled date. Please refer to the Assessment Procedure for Students for more information.

How do I apply for an assessment extension?

Submit an assignment extension form online.

For individual assessment items, supporting documentation is not required for extensions up to and including three calendar days, unless you are enrolled in a course through Open Universities Australia (OUA) *. For group assessment, all OUA assessment and extensions greater than three calendar days your application must include appropriate documentation to support the grounds on which you are requesting an extension.

Students registered with Student Disability and Accessibility can apply for assignment extensions on disability grounds for up to and including 10 calendar days without the requirement to provide supporting documentation.

* Note: For students not registered with Student Disability and Accessibility, accumulation of more than three approved extensions for individual assignments of three or less calendar days will trigger the supporting documentation requirement for the remainder of the trimester, after which the count will be reset.

Supporting documentation may include a medical certificate (issued in-person or online), bereavement notice, copy of accident report etc. You can find other forms of appropriate supporting documentation at Assessment Applications . Please note that when applying on medical grounds, the medical certificate must outline the period for which your performance was impacted.

How long do I have to submit my application?

Applications for an assignment extension must be submitted online before the assignment due date.

What is the maximum period of extension I can apply for?

The maximum period an extension will be granted on medical grounds is 14 calendar days.

The maximum period an extension will be granted on disability grounds is 14 calendar days.

The maximum period an extension will be granted for bereavement is 14 calendar days.

The maximum period an extension will be granted for personal safety reasons is 14 calendar days.

The maximum period an extension will be granted for other personal, professional or exceptional circumstances is three calendar days.

What happens after I submit my application?

The application will then either be approved or declined and you will be notified by email of the decision. For applications exceeding three calendar days, you will receive an interim approval of three calendar days before your application undergoes further review by your Course Convenor for the full extension days requested*.

* Note: For students registered with Student Disability and Accessibility this is extended to 10 calendar days.

What if my application for an assignment extension is declined?

Decisions made regarding assignment extensions do not constitute an academic decision under the University’s Student Review and Appeals Policy and Procedures . Therefore, you are not able to seek a review of decision if you are unhappy with the outcome of your application. If you believe your application has been declined in error, contact your Course Convenor or Student Connect .

What if I need to apply for a further extension on an already approved applications?

If you require a further extension on an already approved application, you can now do this via the online application. Documentation will be required to support an additional extension and you cannot exceed the maximum allowable extension period for the reason selected.

Let us know if you have any further enquiries.

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Applying for assignment extensions.

How do I apply for an extension of the due-date for my assignment?

Answer ID 46 | Last updated on 05/10/2023 02.16 PM

Extensions are normally only granted if there are exceptional circumstances affecting your study, which you can substantiate with supporting documentation. To apply for an extension you need to:

• Submit an  application for Special Consideration  no later than three University working days after the assessment is due or class missed); and
• Attach supporting documents or evidence. For example, a medical certificate. 

Full details on Special Consideration , including eligibility criteria is published online on our Current Students' website .

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Exceptional circumstances

If you are worried that your circumstances could affect your assessments, you should tell us as soon as possible, rather than waiting for your results. An exceptional circumstance is an event that has had a negative impact on your ability to study or complete your assessment. It is something which you could not have foreseen and over which you have no control. Read on to find out more.

Due to essential maintenance to the Student Records System, myHub will be unavailable from 17:00 on Thursday 25 April, until 13:00 on Monday 29 April. If you need to request an extension for any assessments due on Friday 26 April, or before 13:00 on Monday 29 April , please do so as soon as possible. If myHub is offline before you have placed your request then email brief details to your Faculty Programme Support Team to notify them before your submission due date/time.

Faculty Programme Support email addresses are:

• BU Business School: [email protected]
• Faculty of Health and Social Sciences: [email protected]
• Faculty of Media and Communication: [email protected]
• Faculty of Science and Technology: [email protected]

You will then be able to place your full request in myHub using the 'Non-standard' request form once myHub is re-available on Monday 29 April. To do this, use the 'Other request' button, which you will see next to the section, "The details of the assessment(s) I want to request are missing / look incorrect"

Any other requests for extensions that are due after 13:00 on Monday 29 April , should be placed as normal once myHub is re-available.

Find the right support for you

It’s important that you let us know about any issues you may be experiencing as soon as possible so that we can assist you in finding the right support. Waiting until the end of the year before telling anyone will limit the options available to you. 

Examples of exceptional circumstances:

• An illness (including mental health) that impacted your ability to attend an exam or meet an assessment deadline or adversely affected your performance in an assessment
• Family illness
• Pregnancy-related illness
• Bereavement
• Unforeseen travel disruption normally causing delays of over an hour, for example industrial action or road traffic accident
• Acute personal difficulties/Domestic disruption
• Jury service

If the due date hasn't passed for your coursework/exams 

If you feel that circumstances have impacted you to the point that they could affect your results, you should talk to your Personal Tutor, Programme Leader or Programme Support Officer to see if you may be able to request a coursework extension or have your exam(s) postponed. See the Extension request/exam postponements section below for further information.

If the due date has passed for your coursework/exams 

If you have completed your coursework or sat your exam before the full impact of your circumstances are known you should also discuss this with your Personal Tutor, Programme Leader or Programme Support Officer. If you have a valid reason for not reporting this earlier you may be able to request that your circumstances are considered by the Assessment Board when they are looking at your results. See the Request for board consideration section below for further information.

For full information:

Read our student guidance for exceptional circumstances (pdf - 116kb)   Find out more in our Exceptional circumstances policy and procedure (pdf - 196kb)

Extension request / exam postponement requests

Online applications for extension requests and exam postponement requests in myHub were launched in 2022/23 to simplify the process of requesting an extension / postponement - please login to myHub (with your BU student account) to make a request.

Important:  If you were unable to submit an assignment or sit an exam and did not request an extension prior to the deadline / date and time of exam, then please continue to  request assessment board consideration  below.

If you have any queries, please contact the Programme Support Team for your course - check with AskBU  to find out who this is.

Log in myHub to complete the extension request / exam postponement request

Self-certification of short-term sickness

You may self-certificate for illness up to 5 days. The myHub application form allows you to specify this when you apply and if you are a student in the Business School, Faculty of Media and Communications, or Faculty of Science and Technology you do not need to do anything else .

NHS students on practice or theory, in the Faculty of Health and Social Sciences will still need to record a separate self-certification form to satisfy NHS requirements. Please check with your faculty Programme Support Office whether you need to do so and use this form in addition to completing your request in myHub , if you do.

Complete the self-certification of short-term sickness form (word - 48kb)

What happens once I have submitted my exceptional circumstances?

If you have requested a coursework extension(s) or an exam postponement(s) then this will be considered by your Programme Leader (or their nominee). You will normally be advised if this has been authorised within five working days of submitting the form and supporting evidence. For coursework you will be given a new deadline. Postponed exams are normally sat within the next exam period.

Request assessment board consideration

Online applications for board consideration requests in myHub were launched in December 2023 to simplify the process of requesting board consideration - please login to myHub (with your BU student account) to make a request.

Please use this form if:

• You were unable to submit an assignment extension or exam postponement request  before  the assignment deadline/exam start time (and have a valid reason for the delay)
• Your circumstances have continued to have an impact on your performance in assessments  beyond  the assignment extension/exam postponement that has been granted
• You completed your assessment  before  becoming fully aware of the impact of the circumstances.

Login to myHub to complete the board consideration request

More information

What are not exceptional circumstances.

Please be aware that there also events that we would not consider to be exceptional, for example:

When will an assessment board consideration take place?

If you have requested assessment board consideration, this will take place during the assessment board season, normally in June or July. If it is agreed that the evidence submitted supports your statement of how the circumstance has impacted you the board will decide the way that you will be reassessed.

This decision will be dependent on how you have performed overall across all of your assessment. Your marks will not be increased and your work will not be marked sympathetically but the board may agree that you be given the opportunity to resit or resubmit as if for the first time.

Can I appeal my results on the grounds of exceptional circumstances?

One of the grounds for appeal is:

“I believe my performance in assessment has been affected by illness or other factors which, for valid reason(s), I was unable to divulge before the meeting of the assessment board.”

Yes, you can appeal, but the appeal can only be upheld if is agreed that you have a valid reason for why this exceptional circumstance could not have been declared before the deadline for board considerations. So, if you think that your circumstances may have affected your results you should still request board consideration, even if you believe you may have passed the assessment.

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Uw extension tackles stress head-on via free online program.

Megan Pettys | April 25, 2024

Stress seems to be a permanent facet of adult life, inescapable no matter the precautions taken. Fortunately, UW-Madison’s Division of Extension educators aim to tackle that inevitability through one simple mission: focusing on the good. That mission is what fuels WeCOPE.

The online, evidence-based program WeCOPE is based on the work of Dr. Judith Moskowitz , with the mission to help adults cope with stress by pulling from positive emotions. “Researchers have found that even in the middle of serious life challenges, we do have positive emotions,” said Luisa Gerasimo, a human development and relationships educator with the Dunn County Extension Office. “Shifting our focus a bit can provide a lift that helps move us into a better place.”

“The program offers simple techniques that may provide a foundation for better mental health. It is great for any adult wanting to take better care of themselves and it is helpful for caregivers, since that can be a really tough, and important, role.”

LUISA GERASIMO

DUNN COUNTY EXTENSION OFFICE HUMAN DEVELOPMENT & RELATIONSHIPS EDUCATOR

During the course, adults will meet every Tuesday for six weeks, where they will be tasked with completing short assignments between sessions and confronting their most strenuous aspects in life, for even in the context of serious life stress, positive adaptive consequences can and do occur. The best part? The class and materials are completely free, thanks to the SAMHSA ROTA Grant.

Asking for help or searching for it is rarely an easy task, but WeCOPE hopes to alleviate that burden. “The program offers simple techniques that may provide a foundation for better mental health,” Gerasimo said. “It is great for any adult wanting to take better care of themselves and it is helpful for caregivers, since that can be a really tough and important role.”

The class begins on May 14 and attendees will meet every Tuesday through June 18. Details for the class will be sent in an email preceding the first meeting, which will include a Zoom link.

WeCOPE will meet every Tuesday from May 14- June 18 from noon to 1pm. This class can be found by scrolling to the state class listing on the UW Extension Health and Wellbeing page, or by using this link . Materials can be picked up at the Extension Offices in either Eau Claire County or Dunn County.

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• Current Students
• Assessment extensions

An assessment extension may be offered if you cannot submit your assessment item due to reasons out of your control such as: 

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Once assessed you will be advised of the outcome of your request (approved or declined) via email.

If declined, you may provide further information and supporting documentation in a new request for consideration.

If you are unhappy with the outcome, you may request a review of decision in accordance with the Student Grievance Resolution Procedure .

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How to ask for an extension

Open University students usually have lives with many responsibilities, and we recognise that in creating a more flexible assessment system. Our assignments are graduated rather than coming in one lump at the end of a term/year. You can also usually negotiate an extension on assignment deadlines if you experience difficulties which impact on your studies. 

NB - there is NOT usually any extension offered on the final piece of work on a module, often called the End of Module Assessment . Plan your studies to make sure you can work on this in a timely fashion. If you are experiencing difficulties as you come to the end of a module, make sure that you contact your Student Support Team for advice, and put in a claim for Mitigating Circumstances. 

Your tutor will be able to talk to you about extensions on your Tutor Marked Assignments (TMAs). We are of course keen to make sure you don't fall behind in your studies, so you should not assume you can just have one for the asking. 

You can contact your tutor via a link on StudentHome, or just drop them an email. Explain why you want the extension and how long you think you may need. Be realistic and reasonable about this. A day or two is very acceptable, a week is fine. If you are going to need more than a week, you will need to have a serious and good reason. (Anxiety about deadlines is a serious and good reason, however you should also make sure you have got good support so this doesn't become an ongoing problem if you suffer anxiety - your Student Support Team can help with this.) 

You won't need supporting documentation for an extension on a TMA, but you will if you apply for Mitigating Circumstances for an EMA. 

Try to let us tutors know in good time. You can ask for an extension just in case, you don't have to use it. 

These are the suggested reasons given when we enter your extension in the system. 

DISABILITY - your additional learning need means that you require a little longer to prepare your assignment (anxiety would fit here). 

FAMILY RELATED - your children had chicken pox, there was a major family event which disrupted your studies, the family guinea pig had to be rushed to the vet and nursed through the night. 

MEDICAL - you had chicken pox, or flu. 

TRAVEL RELATED - your family holiday coincided with the TMA submission date. (And you are going to have to shop, pack and make your partner sort out their passport so you can't plan to do the TMA early.) 

VARIOUS - your favourite aunt had to go into hospital, the children all had chicken pox, you had a job interview, your laptop died on you and it is coming up to Christmas, you have to do the shopping - all at once. And the family guinea pig needs to be taken to the vet. 

New comment

What a reassuring message.

Returning to study as an adult can be quite scary, we know - we do our best to support you to achieve at the OU. 

Penalty for extension?

Joe - call Student Support

Joe I'm so sorry to hear about your difficulties. We know our students have a lot of responsibilities in your lives. Student Support are there to advise you on how you can navigate your studies while juggling all of these. At the OU we have what we call the 'revolving door', where you may end up deferring but you can always come back to us. We have to manage this carefully to make sure you don't end up incurring costs because of the rules for the funding bodies, however we will do what we can to get you through. 

I do hope things settle down for you. Call Student Support as soon as you are able, they will be able to advise and support you. 

This is Not True!

I have autism and my grandma died which meant my entire family needed to go to Germany for a week to attend a funeral. My instructor Dr. Stobbart, refused to give an extension stating that if he did this for me then he would have to do this for everyone and it would be 'chaos'. He then said 2 other students had losses that month. In other words they were getting on okay so I should to. 

This isn't right.  

extension needed (but OU closed for hols)

I needed to extend an extension by another week. I had illness, then a home move (and all that entails) in the lead up to Christmas. I sent my tutor an email for an extension, without realising the OU would actually be shut!  So my tutor didn't see the email, and still hasn't. I did submit the assignment, but for all the effort made, it was incomplete! What might happen next? Might the tutor still say I could send another copy and it would be accepted? 

Thanks in advance,

Deferrals or extensions to ema

No extension for ema.

Hullo Leighton

I am sorry but there is no way to get an extension for an EMA. In very difficult circumstances, you can get what's called a Discretionary Postponement. You will need to talk to Student Support Team about this - as it will only be allowed in very exceptional circumstances. Their number is available on your StudentHome page. 

You can also put in a Special Circumstances form up to 4 days after submitting the EMA. 

You can put in something for the EMA, and a Special Circs form, and that way you may get to pass the module at least. On many modules, if you have put something in, you will be allowed to rewrite and resubmit it (with a tutor's help), if it doesn't pass. 

Good luck - and remember, Student Support Team have all these answers, they are there at the end of a phone.  

Contact tutor form not working

The contact form for my tutor is not currently working to request an extension.

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Requesting an Extension for an Assessment Task in the College of Arts, Law and Education

Students with special circumstances may request extended time for the submission of work for an assessment task. The request must be made prior to the assessment task’s due date.

The grounds for an extension include temporary circumstances of a personal nature that prevent you from submitting completed work by the due date.

Extensions are typically considered for one to three days beyond the due date. Longer extensions may be considered, if this is clearly supported by a Medical Certificate or other documentation.

An extension will not be granted for work commitments or because several assessments are due at once. Most students experience these conditions, so you must plan your studies accordingly.

Requests for extensions should, where possible, be made following the process below.

How to Request an Extension

• Obtain supporting documentation , where possible. Make an electronic copy of each document using a digital scanner or camera, and save each in a common file format. For example, save as a PDF or JPEG file.   
• Go to the relevant ‘Request an extension’ Assignment Submission Folder in this MyLO site. (This folder can be accessed in Assignments . Select Assessments on the top navigation bar. Then choose Assignments from the dropdown menu.) 
• Upload your copy or copies by selecting Add a File . (If you cannot provide supporting documentation, upload a file such as a Microsoft Word document that includes a brief explanation.)
• In the Comments field, write the following: I wish to apply for an extension of time until (enter the date) My reason for this is (state your reason)
• Check that you have added one or more files and entered a comment. Select Submit .

Please note:

Your request will be reviewed by the Unit Coordinator. Once a decision is made, you will receive a notification of the outcome in your UTAS email. You will also be able to see the decision in Assignments .

If you have any questions about your request, contact your Unit Coordinator.

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If you are facing an issue with time management, academic adjustment, study issues, navigating systems or processes, stress, financial problems, housing problems, relocation issues, physical or mental health or relationship issues, you can get in touch with your Student Adviser to discuss this.

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Our  University Counsellors offer confidential and professional counselling to students experiencing a range of academic, mental health and personal concerns including (but not limited to) anxiety, stress, depression, motivational problems and relationship difficulties.

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Assignment Extension

Who receives this accommodation.

Students with disabilities who navigate with a wide variety of disability-related experiences are approved for this accommodation. Granting extensions on assignments makes sure the student is not unfairly penalized for having to use alternate means or methods to access written materials and complete their work. Examples of when a student may benefit or be approved for this accommodation:

• Students dealing with fluctuating and unpredictable periods of exacerbations of their condition associated with chronic illnesses or mental health disabilities
• Students who need frequent rest periods or who can work only for short periods of time, such as those with recent concussions, brain injuries, or chronic illnesses
• Students with reduced or limited stamina with difficulty sitting, reading, writing/typing for extended periods due to chronic illnesses, physical disabilities, or injuries
• Students who rely on adaptive technology (e.g., screen readers or speech-to-text software) to read and/or write as this process may be slower than reading with normal eyesight

NEW – CHANGES:  For students approved for Assignment Extensions

For students approved for Assignment Extension(s) – This accommodation provides extra time for out-of-class assignments or take-home exams due to an exacerbation of a disability or a disability-related condition. When needed for a disability-related reason, student is eligible for a 1-day (24-hour) extension to a limit of two out-of- class written assignments , and the student must notify the instructor before using this accommodation If the student believes more flexibility is necessary for assignment extensions, the student must contact SAS who will consider the request and will discuss with the student and instructor to determine the appropriateness given the specifics of the course. Different classes call for different agreements (e.g., lab classes may call for less flexibility than lecture classes). If granted, an agreement outlining which assignments (e.g., presentations, group work, discussion boards, etc.) may be potentially affected, and how much more time will be granted for each assignment, will be created.

How to Evaluate the Reasonableness of Assignment Extensions in a Class

The accommodation for Assignment Extensions should always be considered on an individual class basis, allowing an intentional and critical analysis how the sequencing of assignments and their corresponding deadlines are essential to the class learning goals and pedagogical parts. While a late assignment policy may be incorporated into the grading scheme and syllabus, this accommodation is intended to change any stated policies to let some flexibility account for the student’s disability-related need.

The accommodation should be provided unless the accommodation significantly compromises the integrity of the course as offered. If you believe assignment extensions are impossible, then instructors should consult with an Accessibility Specialist to determine the reasonability of the request within the specific context of your class. SAS will consult with instructors using these questions to determine the reasonability:

• What does the class description and syllabus say about assignment deadlines or late work?
• How is the final class grade calculated? To what extent are assignments factored into the final grade? Are there any alternative grading schemes for assignments (i.e. one assignment grade may be dropped, etc)?
• Are assignment deadline policies consistently applied? (i.e.., Have any exceptions made to the policy for non-disabled students, such as for athletic travel or religious observances? If so, then these exceptions must also be granted to students with disabilities.)
• What is the purpose of the assignment? Is it necessary to have it completed before an exam? Before a discussion?
• Is the material being learned in the class sequentially? Does each week’s material build on the material learned in the previous week(s)? (This may shorten the window of time in which an extension can reasonably be granted.)
• Are assignments used as class content when they are due? Are students required to actively participate in class discussions/activities based off of the assignment? (e.g. problem sets reviewed as the first lecture on that content)
• Are answer sets released that would affect a student’s ability to ask for an extension? If so, how important is the timeliness of providing the answer sets to student learning and course sequencing?
• Are there other lab or class sections the student could attend to catch up on missed material?
• Does the assignment involve teamwork? Would failure to complete the assignment on time compromise the educational experience of other students in the class?
• Is it possible for students to “work ahead” in this class?

SAS Responsibilities in Supporting Assignment Extensions

• Reviews documentation and meet with students to better understand their disability-related experiences. Through this interactive process, a Accessibility Specialist will determine if a student is eligible for Assignment Extensions to mitigate disability-related impacts throughout the quarter. If so, Assignment Extensions will be listed as an eligible accommodation on the student’s accommodation letter.
• Consults and supports faculty in determining reasonableness of accommodation or how to start this accommodation, given essential class elements.
• Provides support to students and faculty when questions or difficulties arise related to the accommodation.

Faculty Responsibilities When Facilitating Assignment Extensions

• Once instructors have been notified of eligibility for accommodations, instructors should note that the accommodation provides extra time for out-of-class assignments or take-home exams due to an exacerbation of a disability or a disability-related condition. When needed for a disability-related reason, student is eligible for a 1-day (24-hour) extension to a limit of two out-of- class written assignments, and the student must notify the instructor before using this accommodation.
• If the student believes more flexibility is necessary for assignment extensions, the student must contact SAS who will consider the request and will discuss with the student and instructor to determine the appropriateness given the specifics of the course. Different classes call for different agreements (e.g., lab classes may call for less flexibility than lecture classes). If granted, an agreement outlining which assignments (e.g., presentations, group work, discussion boards, etc.) may be potentially affected, and how much more time will be granted for each assignment, will be created.

If you believe the accommodation is unreasonable in light of your class goals or pedagogical methods, contact the student’s Accessibility Specialist right away as instructors should never unilaterally deny an accommodation. Instructors are expected to clearly articulate why flexibility is unreasonable.

• The instructor should engage in dialogue with the student or SAS regarding assignment extension expectations: delineate the preferred communication process for when the student needs to tell you about a disability-related extension, typical grace period for an extension, and any critical assignments that cannot be extended.
• Instructor will ask for consultation with SAS if they believe that extending the deadlines for assignments would change an essential element of their class or if they have questions about what a reasonable amount of time extensions is within the context of their class.
• If extensions are pedagogically possible, the instructor will work with the student in good faith to determine a reasonable amount of time and set a new deadline for each eligible assignment.
• Instructor will verify the specific plan for the new assignment due date in writing (by email) with the student.
• SAS is always available to mediate any concerns about Assignment Extensions, including concerns about academic integrity and logistics of this accommodation. SAS remains a neutral party in evaluating what is reasonable as an accommodation and is here to support you..

Student Responsibilities When Eligible for Assignment Extensions

• Students approved for Assignment Extensions must ask for their accommodation letters on myACCESS student portal and distribute their accommodation letters to instructors at the beginning of the semester, or as soon as they are made eligible for the accommodation.

Students should clearly understand if or how assignment extensions will be granted, given the class learning goals and structure. This entails knowing the finite number of extensions that can be allowed, how to communicate with the professor when they need to ask for an extension, and any critical assignments that cannot receive an extension.

When a student needs to use this accommodation for an upcoming assignment, they are responsible for contacting the instructor through email early to ask for the extension and clarify a new due date.

• Never are students required to present documentation to instructors to justify a disability-related need for an extension.
• Students should not plan on the extension being automatically provided and should always use this accommodation, if available, with care.
• If a student receives a paper or assignment extension and cannot meet the deadline, a new extension request must be made.

OSU Center for Teaching and Learning

Supporting student mental health in the college classroom

By Tasha Galardi, OSU College of Health

The teaching landscape has changed in a variety of ways since the start of the COVID pandemic, and one thing many of us are noticing is an increase in the mental health issues that our students are experiencing. The majority of college students today meet the criteria for at least one mental-health problem. Results from the latest  Healthy Minds survey (2022), which received responses from 96,000 U.S. students across 133 campuses during the 2021–22 academic year, found that 44 percent reported symptoms of depression, 37 percent said they experienced anxiety and 15 percent said they have seriously considered suicide. While the rates of mental-health problems are roughly the same among students of all races, students of color are less likely to receive treatment (Lipson et al., 2022). Many students feel that faculty should be at least moderately involved in helping students who struggle with their mental health, in part because most college counseling centers are overwhelmed and have long waiting lists (Cohen et al., 2022).

Instructors play a critical role in supporting student mental health, by sharing resources and incorporating strategies that support student well-being. Mental health challenges negatively impact student performance and classroom dynamics, so efforts to support student mental health not only benefit students in need but also improve the classroom experience for the instructor and other students. There are a variety of practices that instructors can employ to support student mental health, even if they do not know whether any specific students in their class are experiencing issues.

Best Practices for Supporting Student Health and Well-Being:

• It is important to note that while some students have Disability Access Services ( DAS ) accommodations, many do not.
• Rather than accommodating individual requests for flexibility, it might be easier to build flexibility into your course design. For example, you can drop several of the lowest participation scores to allow students to miss a few classes without penalty or offer every student a one-time late submission pass for homework assignments.
• Provide opportunities for students to make up points, such as extra credit and/or the rewriting of an assignment.
• Create simplicity, consistency, and clarity in your course design, and consider a regular schedule for assignment due dates. Keep everything well-organized in Canvas, and make sure links work. Clearly outline expectations, deadlines, and how assignments will be graded. Post regular reminders for upcoming due dates.
• Space out assignments throughout the term. It is better to have more small assignments than just a few larger ones. Scaffold larger assignments by breaking the work up into smaller pieces.
• Signal support for student mental health throughout the term through statements made in class, via announcements, etc. Openly mention upcoming discussions of potentially challenging topics and discuss major events that may impact student mental health. Describe your own self-care practices and destigmatize asking for help.
• Instructors will most likely need to reach out to students who appear to be struggling, because students generally do not initiate these conversations.
• Refer at-risk students to the Student Care Team and/or CAPS .

At times, it can seem overwhelming trying to navigate the needs of our students and their requests for accommodations. It is important to remind them (and perhaps even yourself!) that you are not a trained therapist, and to practice self-care when you need to recover from the emotional labor that teaching can require. But, instructors definitely play a pivotal role in supporting students and this work can be managed with planning and intention. By designing your course in a way that supports student mental health and well-being, you will likely receive fewer requests for special accommodations. And it is rewarding to know that you are helping students be more successful in your class, which impacts their overall success at OSU.

Cohen, K. A., Graham, A. K., & Lattie, E. G. (2022). Aligning students and counseling centers on student mental health needs and treatment resources.  Journal of American College Health ,  70 (3), 724-732.

Coleman, M. E. (2022). Mental health in the college classroom: Best practices for instructors.  Teaching Sociology ,  50 (2), 168-182.

Eaton, R., Hunsaker, S. V., & Moon, B. (2023).  Improving learning and mental health in the college classroom . West Virginia University Press.

Healthy Minds Network (2022).  Healthy Minds Study among Colleges and Universities, year 2021-2022  [Data set]. Healthy Minds Network, University of Michigan, University of California Los Angeles, Boston University, and Wayne State University. https://healthymindsnetwork.org/research/data-for-researchers .

Lipson, S. K., Zhou, S., Abelson, S., Heinze, J., Jirsa, M., Morigney, J., & Eisenberg, D. (2022). Trends in college student mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021.  Journal of Affective Disorders ,  306 , 138-147.

About the Author: Tasha Galardi is a Senior Instructor in the Human Development and Family Sciences department, and primarily serves as the Human Services internship coordinator. This post was inspired by discussions at a recent CTL Fellows Program event in the College of Health that Tasha facilitated in her current role as a College of Health CTL Fellow.

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May is Mental Health Month

We live in a rapidly changing world that can be complex to navigate. About half of Americans can remember a time when we were not constantly connected and it was easier to tune out the noise of the world, while the younger half of the population can’t imagine life without the internet. Modern life can have a significant impact on mental health — for better or for worse. The disturbing imagery in the media we are exposed to today can be deeply unsettling. At the same time, our current technology also allows us to mobilize and provide collective support more efficiently in times of natural disasters or injustice.

And ironically, while our devices make us more connected than ever, loneliness is an increasingly serious public health concern. We are now able to have conversations with friends and family on the other side of the world in real time. However, constant connection also means that we will know if we weren’t invited to a friend’s party down the street. Recent survey data show that more than half of U.S. adults (58%) are lonely. Finding a sense of calm and focusing on well-being when you are having mental health concerns can be daunting in our fast-paced society. It can be especially challenging to know where to start.

May is Mental Health Month and family life educators with Illinois Extension are raising awareness of the important role mental health plays in our lives. They are encouraging members of the community to take action toward protecting their mental health and overall well-being. Illinois Extension family life educators will focus their efforts on helping members of the community to learn more resources for practicing self-care. Each week during May, there will be a helpful post on the University of Illinois Extension: Around the Table Facebook page . Each post will give a new mindfulness technique to try for self-care and well-being. Mental Health America has also created a toolkit that provides free, practical resources for addressing mental health.

If you think you may be experiencing symptoms of a mental health condition and are unsure of where to start, take a free, private mental health test to determine next steps. If you feel you are experiencing a mental health crisis, call or text 988 or chat at 988lifeline.org. You can also reach the Crisis Text Line by texting HELLO to 741741.

It’s important to remember that working on your mental health takes time. Change won’t happen overnight. Instead, by focusing on small changes, you can move through the stressors of modern life and develop long-term strategies to support yourself — and others — on an ongoing basis.

Source: Mental Health America  

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‘Kashchenko’: Moscow’s most famous psychiatric hospital

As Moscow grew, the Preobrazhenskaya Hospital (the first psychiatric clinic) couldn’t treat all the arriving patients anymore. This fact made local psychiatrists quite concerned. They asked Nikolai Alexeyev, the city mayor, for help. In 1889, he organized fundraising to solve this problem. At first, the mayor only wanted to expand the Preobrazhenskaya Hospital, but then, he decided that Moscow needed a second clinic with 300 new beds.

The Alexeyev Psychiatric Clinical Hospital.

A commission of psychiatrists and city officials, headed by Alexeyev, decided to build the new clinic on the territory of the former Beketov manor. In the middle of the 19th century, merchant Kanatchikov bought these lands and named them ‘Kanatchikova dacha’, which then stuck to the hospital itself.

N. A. Alekseyev, 1880s.

Famous psychiatrist Viktor Butske designed the plan of the future clinic: it had to be a complex of distant two-floor pavilions joined with warm passages for doctors. This complex had a ‘U’-shape and was divided into two halves - for men and women. The departments were located at the sides of the central administrative building. This plan left a lot of free space on the territory, as Butske understood that the complex would, most likely, be expanded later.

Viktor Butske, the plan developer and first head of the Alexeyev hospital.

The construction began in 1890. The first half of the red and white brick complex started operating in 1894 and, in two years, the second was opened. In the following several years, the clinic was expanded with extra departments (for example, for chronically ailing people). It’s remarkable that practically all the money for the building was donated by rich Muscovites encouraged by Nikolai Alexeyev. The mayor, meanwhile, was shot and killed in 1893. Experts then found out that his killer had a mental disorder… And the new hospital was named in honor of Alexeyev.

The administrative building of the hospital, 1913.

When the first half was opened, Viktor Butske became the head of the hospital. He was a supporter of the ‘no-restraint’ system. That’s why straitjackets were never used in Alexeyev Hospital - the doctors wrapped aggressive patients into wet bed sheets to calm them down. Butske understood that the atmosphere mattered. Each department had its own garden. All the wards were well-furnished, except the ones for the violent. He made sure all the staff respected the ill and were kind to them. At first, the hospital used some isolation rooms and kept window screens in the wards for violent patients, but these measures had disappeared completely by 1903.

A living room in the women’s ward, 1904-1906.

As the number of patients grew, Butske had decided to let some of them live and work out of the clinic and organized the system of patronage. In 1900, he started to relocate some patients into families living in the villages near Moscow (for example, Troparyovo and Belyayevo, which are now parts of the city). Of course, the hospital staff kept supervising such patients. Butske knew that the patronage would do well: while he worked at the Preobrazhenskaya hospital, a friend of his was declared to have an incurable mental disorder. The doctor put his friend with a peasant family and it helped a lot to fight the illness.

The pool room in the department for the chronically ailing, 1904-1906.

Butske was replaced by another remarkable psychiatrist named Pyotr Kashchenko in 1904. The new hospital head kept developing the ideas of the ‘no-restraint’ system. The patients were also allowed to receive visitors. One of the doctors remembered that Leo Tolstoy once came to see someone there. Kashchenko did his best to destigmatize the patients with mental disorders and to socialize them. He already had some experience of applying work therapy and, in 1905, a new building for workshops and entertainment was built for the hospital.

The sewing workshop room in the women’s ward, 1904-1906

When the Russian Revolution of 1905 started, Kashchenko organised medical brigades to help injured revolutionaries. At the time, he was too respected to be punished for his political views. The Soviet administration then honored the doctor for his deeds: In 1922, they renamed the Alexeyev Hospital after Kashchenko, though he had left for St. Petersburg in 1907. Unfortunately, during the Soviet period, people were still afraid of psychiatric hospitals (because of repressions) and of people with mental disorders, so the name of the great doctor received negative associations.

Pyotr Kashchenko.

During World War II, Kashchenko Hospital also received soldiers with craniocerebral injuries. Due to medication shortage, they were often treated with electroshock therapy - a notorious method that causes scientific disputes, though its efficacy is proven.

In the Soviet era, the hospital admitted some famous people. Joseph Brodsky spent some time there between 1963-1964 to undergo a psychiatric examination. The poet didn’t have an official job and was accused of “social parasitism”. Brodsky insisted that writing poetry was real work, but the court didn’t agree. The friends of the poet hoped the examination would save him from punishment, but it didn’t: In March 1964, Brodsky was condemned to compulsory labor In the Arkhangelsk area (990 km north-east of Moscow) and, later, had to emigrate. In the Kaschenko Hospital, Brodsky wrote a dark and hopeless poem titled ‘Novy God na Kanatchikovoy Dache’ (“New Year at Kanatchikova Dacha”).

Joseph Brodsky, 1972.

Famous Soviet bard and singer Vladimir Vysotsky also spent some time at the Kashchenko Hospital to treat his alcoholism. He described the life of the patients in a humorous song called ‘A letter to the editors office of ‘Obvious-Incredible’ TV program from an insane asylum - Kanatchikova Dacha’. There is an interesting detail: Vysotsky sings that the chief doctor named Margulis finally banned watching TV at the hospital. This is a fictional character. The real chief doctor at the time was Valentin Morkovkin, who later complained that he had done a lot for Soviet psychiatry (he had published many scientific works), but had finally become known as a doctor who tried to help Vysotsky.

Vladimir Vysotsky, 1978.

In 1994, the hospital was renamed back to the ‘Alexeyev Psychiatric Clinical Hospital’. Nowadays, it has numerous departments, branch clinics and even a radio station called ‘Zazerkalye’ (“Through the Looking Glass”) and runs psychiatric education courses. The primary principles of freedom and respect are still kept there. And even though the hospital’s name has changed, the people still commonly call it ‘Kashchenko’.

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